Academic Accommodations for Students with Disabilities

1. Students are instructed to inform instructors early on if they need accommodations, preferably no later than the third week of classes. You can help by including on your syllabus a statement to the effect that "Anyone needing disability-related accommodations should see me as soon as possible to discuss their needs." If a student requests testing accommodations the day before an exam you can ask them why they are waiting to the last minute. Short of a phenomenally good reason, we suggest you inform them that you are happy to work with them on accommodations but that it requires advance planning and negotiation. If they do not have a VISA, refer them to McB, if they do have a VISA, suggest they meet with you at a mutually convenient time to make arrangements for future exams. Ultimately, we cannot deny a student from making a request, even at the last minute, however, we can deny providing an accommodation if the request is unreasonable or an undue burden. Last minute requests may be unreasonable or cause an undue burden.
2. Lisa may need to drop one of the two classes. Refer Lisa to McBurney if she isn't already a client. Students with physical disabilities may be eligible for priority registration. This allows students to strategically plan out their schedules to accommodate travel times. Refer her to her advisor. If being late to your class isn't a problem for you then no action needs to be taken. Accommodations are intended to ensure students have equal access to all university programs and activities. The ADA is not intended to absolve students from reasonable expectations and requirements, of which attending class on time is one. You may decide to be empathetic and accommodate Lisa's inability to get to class on time; however, neither the law or university policy require you to exempt her from this expectation.
3. Two key points here: one is proper referral and the other is not to assume a disability. Proper referrals include the Writing Center ( 6171 HC White Library, 263-1992), the Counseling and Consultation Services (115 N. Orchard St., 262-1744), the Student Assessment Service housed within the Educational and Psychological Training Center, School of Education, (1152 Ed Sci Building, 265-6120). Though McB is not the best referral in this situation as we don't perform assessment, we could still point the student in the right direction.
4. Taping lectures is a reasonable accommodation for students with disabilities. Regent Resolution #1556 prohibits the denial of allowing tape recorders, braillers or guide dogs, or imposing other rules that have the effect of limiting the participation of qualified students. Students can be asked to sign an agreement that they will not release tape recordings or transcriptions, otherwise hinder the ability of a professor in obtaining a copyright. Akiko, however, is out of luck. No laws or regulations uphold the right of a non-disabled student, including international students, to these types of accommodations.
5. A disability is an "impairment substantially limiting a major life activity." Not all impairments are substantially limiting and thus are not disabling. Mono is generally not a disability. However, temporary disabilities are covered under the law if the present a "substantial limitation". Thus, a student with mono may or may not be eligible for certain accommodations. Consult with McB, AARC or your spiritual advisor for guidance. If your course requires participation (hopefully you spell this out in the syllabus) and attendance is truly fundamental to the course, then it may be unreasonable to accommodate Marty. However, if the final grade is based upon written assignments and exams are based primarily on the text, then there may be reason to provide alternative assignments or otherwise allow Marty to complete the course. A late withdrawal is probably appropriate if requested and the mono is verified.
6. Tough question. The responsibility to accommodate Maria is greater than it is for Angelika. An objective, sympathetic review would probably conclude that Maria's missing the exam was more the university's fault since the "university" faulted by not providing adequate paratransit the student needed to get to class. As such, the university should negotiate an agreeable solution. Angelika's situation is not as simple. For one thing, evidence is needed to substantiate her statement of being incapacitated. You might treat the situation differently if she was hospitalized as opposed to a self-report of having a difficult day. It is very difficult to accurately determine when the effects of a psychiatric condition substantially limit a person from taking an examination. Ultimately, it may be a judgment call. It is clear that a student could not miss every exam due to disability-related factors. Perhaps, missing one exam is acceptable. An alternative would be, if making up the exam is not possible, weighing other exams more heavily. Students and TA's are referred to the New Student Information Handbook section on "Absences from Classes Due to Illnesses or Other Emergencies", which essentially states that all decisions about the impact of absences on grades, as well as arrangements for making up work, rests with the instructor. If you're in doubt, consult with the course instructor, the department Access and Accommodation Coordinator, McBurney or Legal Services.
7. If the site is truly inaccessible, designing an alternative assignment may be appropriate. The assignment should be similar to the field trip in content and complexity. You could also videotape the field trip so Janet could at least partially participate. Or, you could be creative and come up with some revolutionary idea on your own. If Janet is a geology major we have a different problem. It is possible that she is not "otherwise qualified" if she cannot get to the normal environments required of a geology major. It is necessary to exhaust all possible accommodations prior to determining whether or not an individual is or isn't qualified. There are physically disabled geologists. Similarly, there are individuals with physical disabilities who were unable to complete geology programs. Thus, a case-by-case review is necessary.
8. This is a common situation often told by TA's. While you should be as helpful as possible, remember that disability regulations are designed to ensure students are not denied equal access, they are intended to create or provide enhanced access. You should feel comfortable meeting with Shawn as often as you would any other student, with or without a LD. The key point is that you can treat Shawn the same as a student without a learning disability.
9. It is certainly appropriate to discuss this with your supervising faculty member. Without Greg's permission it would not be advisable to discuss with the students. The key here is the phrase, "quite disruptive to the learning environment." If it is, in fact, true that the seizures disrupt your ability to effectively teach the class it is probably best, and definitely legal, for Greg not to be attending class If the seizures are minor, and are not disruptive, except for the fact that others over react by being frightened, then Greg should continue attending. As suggested before, talk with someone. Get objective input. This is not an easy scenario and one in which the rights of the group are balanced against the rights of an individual. As long as stereotyping and presumptions are avoided an acceptable solution is generally available.
10. It is the students role and responsibility to inform you of her need for this recommended accommodation. It is your role and responsibility to assist her in identifying a notetaker. Maintaining the students anonymity and privacy is important. Pauline should have a VISA indicating the recommendation for notetaking. You have the right to ask for the VISA and the right to refer her to McBurney if does not have one. You do not have an obligation to accommodate until a disability has been verified and recommendations identified.

File last updated: July 29, 2003
Feedback, questions or accessibility issues: kjudkins@vc.wisc.edu
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